07 - esol teacher notes entry 1 unit 7

84 ESOL E1 Teachers Notes Unit 7

7 HomesCurriculum coverageListening and speaking Skills Describe where you live Sc/E1.1a, 4a; Lr/E1.2b, 2d, 2e Ask for and give information about homes Sc/E1.3a, 3b, 4b; Lr/E1.2c, 4b Talk about your possessions Sc/E1.4a Make a phone call about household problems Sd/E1.1b; Lr/E1. b,5c

Reading and writing Skills Read about homes Rt/E1.1a; Rs/E1.1a, 2a; Rw/E1.1a Get information from advertisements and directories Rt/E1.1b, 2a; Rw/E1.3a Fill in a simple form Wt/E1.1a; Ww/E1.1a Write about homes Wt/E1.1a; Ws/E1.1a, 2a Put words in alphabetical order Rw/E1.3a

Key functions Asking for and giving information about homes and possessions Requesting assistance Talking about possessions

Key grammar Present simple Have/Has got (possessions) Wh- questions

Resources to support the unit Audio player and recording Blank audio cassettes Access to computers if possible Dictionaries ESOL Core Curriculum. Check each curriculum reference for ideas for presentation OHP if possible Flashcards of key words (teachers own) Magazines containing pictures of homes and rooms Yellow Pages and/or other local directories Local newspapers with advertisements for household services

85ESOL E1 Teachers Notes Unit 7

Page 1HomesRationaleTo introduce the theme and content of the unitand look at the learning objectives

Task Focus attention on the pictures and introduce

the theme of homes. Elicit the lexis. For suggestions on working with the objectives,

see the Introduction to the Teachers Notes.

Page 2Types of homeMaterials Flashcards of key words Audio Where do you live?

RationaleTo present lexis of homes; to practise listening forkey information; to practise asking and answeringquestions about types of homes using the presentsimple tense

Activity A Where do you live?Task Learners look at the photos of the different types

of homes. Elicit the vocabulary (house, flat,hostel) and practise the pronunciation.

Learners then match the words and the photosfor task 2.

Focus attention on the people. For task 3,learners listen and match each person with thecorrect place and write the letter of the photo.Learners check in pairs followed by groupfeedback.

Use flashcards for word recognition. Learnerscould label the pictures if appropriate.

Extension Elicit other types of homes. Use pictures if

available.

Activity B Talking about wherepeople live

Task Focus attention on the speech bubbles for task

2. Learners do the matching exercise. Remindthem about the use of do/does and third person-s. Practise if necessary.

Learners complete sentences about themselvesin task 2.

For task 3, learners work in pairs to ask andanswer questions about Mara and Ali. They thenask each other where they live. Help withvocabulary as necessary.

Extension Learners could write sentences about the

people.

Page 3RoomsMaterials Flashcards of key words Audio Mohammeds flat Photocopiable resource plan of flat

RationaleTo introduce and practise lexis of rooms; to practiselistening for information; to practise using Wh- andyes/no questions with the correct intonation

Activity A Describing a homePre-task activity Revise prepositions of place, e.g. next to,

opposite, etc.

Task Focus attention on the pictures for task 1. Elicit

the vocabulary. Use flashcards for word recognition. Focus on

the initial, medial and final consonant soundsand the length and shapes of the words asappropriate.


For task 3, explain to learners that they will hearMohammed Aziz talking about his new flat. Giveout the plan and labels and set up the task.Learners listen to the audio and add labels tothe plan. Check in pairs followed by groupfeedback.

As a group, practise describing the plan usingprepositions of place.

Focus attention on the questions and answersfor task 4. Learners complete the matching taskin pairs. Check as a group.

Learners listen to the audio for task 5 andpractise the rising and falling intonation. Refer tothe Remember box to remind learners whenthe voice falls (yes/no questions) and rises (Wh-questions).

In pairs, learners practise asking and answeringquestions about their homes.

Differentiation Use pictures for learners to put in the correct

place on an enlarged plan. Questions and answers in task 3 could be put on

cards for learners to match. (It is an idea to havethe questions and answers on different colouredcards.)

Extension Elicit other rooms in a home, e.g. toilet, study,

loft, garage, garden. Use pictures if available. Lexis could be practised using pelmanism, snap

or bingo. Give learners another copy of the plan of the

flat. Ask them to label the plan using any roomsthey wish. They take it in turns to describe theirplan while their partner labels a blank one. (It isa good idea to use pencil or cards so the planscan be reused.)

Learners could describe the layout of theirhomes if appropriate (sensitivity may beneeded). This could be written if learners areable.

Page 4FurnitureMaterials Flashcards of key words Magazine pictures of rooms Photocopiable materials spot the difference

RationaleTo introduce and practise lexis of furniture

Activity A Furniture for the houseTask Focus attention on the picture to set the scene.

Learners answer the questions for task 1. Focus attention on the pictures of furniture. Elicit the vocabulary. Practise the stress on the

two-syllable words. Use flashcards for word recognition. Draw

attention to initial, medial and final letter soundsas appropriate to the learners.

Learners complete the matching activity for task2.

Write the names of rooms on the board. Givelearners a furniture flashcard each and ask themto place the card under the correct room.Learners then complete the task writing thewords in the chart in their books.

In pairs, learners think of more furniture for eachroom. Monitor.

Review there is/there are before the pairworktask.

Give out the pictures from the photocopiableresources. Set up the spot the difference task.Where possible, learners sit back to back.Learners take turns to describe the differentitems in their picture. Go through the example.

Extension Lexis could be practised using games such as

pelmanism, dominoes, snap or bingo. Also thelong sentence game with each learner addingan item, e.g. In my kitchen there is

Learners could describe a room in their house. Learners find one picture of a room from a

magazine that they like and one that they dontlike and explain why to the class.

Page 5PossessionsMaterials Audio Maras flat Flashcards of key words Photocopiable resource questionnaire


RationaleTo present and practise lexis of possessions; topractise listening for positive and negative forms; topresent and practise have/has got for possessions;to present and practise yes/no questions with havegot

Activity A Maras possessionsPre-task activity Focus on the pictures and elicit the vocabulary.

Practise the pronunciation and stress. Use flashcards for word recognition. Draw

attention to the initial, medial and finalconsonant sounds as appropriate.

Task Set the scene. Explain that learners will listen to

Mara talking about her possessions. Learnerslisten to the audio and complete the task. Checkin pairs followed by group feedback.

Check pronunciation of Shes got/She hasnt got.Then, in pairs, learners make sentences aboutMara, using the pictures as cues. Monitor.

Extension Learners could label the pictures in the book.

Activity B Using have gotTask Focus attention on the positive and negative

sentences with have got in task 1. Practisepronunciation of the short forms.

In pairs, learners make sentences about theirpersonal possessions using the pictures as cues.Monitor.

Draw attention to the Remember box as areview. Focus attention on positive and negativesentences with has/hasnt got in the third personsingular.

Activity C Asking questions aboutpossessions

RationaleTo present and practise yes/no questions with havegot

Task Focus attention on the speech bubbles for task

1. Practise the question using rising intonation.Check pronunciation of questions and shortanswers.

Give out the questionnaire from thephotocopiable resources. Set up the activity anddemonstrate with one learner. Monitor. Remindlearners to write the names of the people intheir group at the top of the questionnaire.

Each learner takes turns to answer the questionswhile the other two ask questions.

Learners report back the results.

Extension Learners write sentences about their possessions.

Pages 6 and 7Your homeMaterials Audio Survey Flashcards of key words

RationaleTo practise listening for information; to practiseusing and responding to Wh- questions forinformation about homes

Activity A Listening for informationTask Focus attention on the picture to set the scene. Focus attention on the form in task 1. Revise the

key words using flashcards. Learners listen to the audio for task 2 and

complete the form. Check in pairs followed bygroup feedback.

Differentiation More confident learners could work with less

confident learners.

Activity B Asking questionsPre-task activity Use flashcards for question word recognition.

Elicit questions formed with each one.

Task Write the incomplete questions on the board.

Learners use flashcards to complete thequestions. In pairs, learners then complete task 1in their books. Monitor. Group feedback.

Practise the questions using falling intonation.


Focus attention on the form in task 2. Revise thekey words. Set up the activity and demonstratewith one learner. Learners work in pairs tocomplete the form. Monitor.


confident learners.

Extension Learners could write the answers to the

questions in task 1 in their notebooks.

Page 8Services for the homeMaterials Flashcards of key words Audio Asking about services

RationaleTo present and practise lexis of jobs; to practiselistening for times and days; to practise writing daysof the week; to practise asking for information

Activity A What do they do?Task Learners look at the pictures in task 1. Elicit

vocabulary and practise pronunciation. Useflashcards for word recognition. Focus on theinitial, medial and final consonant sounds asappropriate to the learners.

Practise word recognition and spellings of daysof the week.

Set the scene by focusing on the note in task 2.Explain that the learners will hear Shawnumtalking to her neighbour, Sally. Learners listen tothe audio and complete the task. Check in pairsfollowed by group feedback.

For task 3, learners listen to the audio again toidentify the questions.

Set up the pairwork for task 4. Focus attentionon the question prompts. In pairs, learnerspractise asking and answering questions.Monitor. Group feedback.

Differentiation Less confident learners could be given the days

of the week to tick in task 2.

Extension Discuss the importance of asking for

identification from people who call at the home.

Page 9Problems in the homeMaterials Flashcards of key words Audio Problems in the home

RationaleTo practise the lexis of jobs; to practise describinghousehold problems

Activity A JobsTask Learners look at the pictures. Elicit vocabulary

and practise the pronunciation. Use flashcardsfor word recognition. Focus attention on thefirst, medial and final consonant sounds asappropriate for the learners. Discuss the jobs asa group.

Activity B Whats the problem?RationaleTo practise describing household problems

Task Focus attention on the pictures and elicit or

teach the vocabulary. Learners listen to the audio for task 2 and

number the pictures. Check in pairs followed bygroup feedback.


confident learners.

Extension Elicit other household problems as appropriate

to learners in the class.


Page 10Phoning for helpMaterials Audio Phoning a plumber Blank audio cassettes extension task Photocopiable resource cut-up dialogue and

pictures of household problems (copied frompage 9)

Information about gas leaks available in YellowPages

RationaleTo practise obtaining key information from adverts;to practise making a phone call about householdproblems

Activity A Finding informationRationaleTo practise obtaining key information from adverts;to practise making a phone call about householdproblems

Task Set the scene by showing a picture of the

leaking sink on page 9. Elicit the problem. Elicitwho Shawnum is going to call and where shewill find the information.

Focus attention on the adverts. Elicit theirfunction. Learners choose the appropriate advertfor task 1.

Focus attention on the questions in task 2.Learners find the answers in pairs. Set a timelimit if appropriate. Monitor. Group feedback.

Differentiation Highlight or underline the key words in the

questions, e.g. plumber, gas. More confident learners could work with less

confident learners.

Extension Use information from the phone book, Yellow

Pages or similar directories to inform learnersabout what to do in the event of a gas leak.

Activity B Making a phone callTask Set the scene. Explain that Shawnum is phoning

the plumber. Focus attention on the form.Learners listen to the audio and complete task 1.Repeat the audio as often as necessary. Check inpairs followed by group feedback.

For task 2, give out the cut-up dialogue fromthe photocopiable resources for learners toorder. Monitor. Practise the model dialogue.Check stress and intonation.

Give out cue cards from the photocopiableresources for task 3. Set up the role play activity.Remind learners to look at the adverts in ActivityA. Demonstrate with one learner. Learners workin pairs. Monitor. Learners reverse roles.

Extension Learners act out their dialogues for the class. The role play could be recorded to check for

clarity. Discuss ways of finding reputable plumbers,

electricians, etc., e.g. personal recommendation.Alert learners to qualifications such as CORGI forgas engineers. Elicit what they should establishin advance (rates/call-out charges, etc.).

Page 11Check itRationaleTo check understanding and productive use ofsome of the language points in the unit; to identifyany difficulties individual learners may have

Learners complete the tasks in their own time andcan check their answers in the key. Make time tocheck progress and give feedback and help.

Differentiation The words in Activity C could be put on cards to

make ordering easier if necessary.


Page 12Mini-projectsRationaleTo encourage learners to work independently; topractise and apply the skills and language from theunit outside the class

Learners select one or all of the tasks. For moreinformation, see the Introduction to the TeachersNotes.

Materials Magazines containing pictures of rooms Access to computers if possible Yellow Pages or local newspapers

Activity A Describe homes in yourcountry

Task NB Be aware that this might be a sensitive issue

for some learners. Ask learners to bring in photographs of homes

in different countries if possible. Learners describe either their home or a typical

home in their country to the class. Learners write about the homes. This could be

word-processed and displayed. Less confidentlearners could dictate the information to anotherlearner or the tutor.

Activity B Describe a roomTask Learners look through magazines to find a

picture of a given room, e.g. a kitchen or abedroom.

Learners write sentences describing a room.These could be word-processed and displayed.

Activity C Find advertisementsTask Give out Yellow Pages or local newspapers. Guide the learners to the appropriate pages. Learners write the service, the name and the

telephone number as an information display.

How am I doing?

RationaleTo encourage learners to evaluate their ownlearning; to provide a record of learning for thelearners progress record

Learners record their learning over the course of theunit. For more information, see the Introduction tothe Teachers Notes.


More reading and writingPages 1316 are optional. They provide support forlearners needing more practice with reading andwriting. The activities can be done at any stage inthe unit.

Page 13HomesMaterials Flashcards of key words

RationaleTo read a simple text with familiar words; to readkey words relating to the unit

Activity A Matching pictures andsentences

Task Focus attention on the pictures. Elicit key words. Use flashcards for word recognition. Draw

attention to initial, medial and final letter soundsas appropriate to the learners.

Focus attention on the sentences for task 2. Setup the task Sentences could be put on cards tomake matching easier.

Ask general comprehension questions. Thiscould be set as a written activity.

Learners write the sentences in order in theirnotebooks.

Differentiation Key words could be highlighted in the sentences

for less confident learners to make matchingeasier.

Activity B Different wordsTask Use flashcards for word recognition.

Demonstrate the activity on the board, usingthe flashcards.

Learners complete the task. Monitor. Check inpairs.

Use further examples as appropriate.

Pages 14 and 15E-mailsMaterials Audio sh, ch, th sounds Flashcards of key words Flashcards of digraphs sh, ch, th Dictionaries Access to computers and the Internet if possible

RationaleTo practise reading a simple text about homes; todevelop awareness of spelling patterns of initial,medial and final consonant digraphs sh, ch andth; to practise writing a simple text about homes

Activity A Reading an e-mailTask Focus attention on the picture of Shawnum to

set the scene. Introduce the concept of e-mailing, including

the address format, etc. Focus attention on the e-mail. Ask simple

questions about the e-mail: address and thedate it was sent.

Read the e-mail as learners listen and follow.Read as a group and then individually aroundthe class. Use flashcards with key words forlearners to find within the text.

Focus attention on the questions in task 2.Learners complete the task. Monitor. Check inpairs followed by group feedback.

Activity B SpellingTask Learners find the words in the e-mail on page

14 and complete the words in task 1 Elicit the sounds from flashcard cues of sh, ch

and th. Practise the pronunciation. Learners listen to the audio for task 3 and write

the sounds they hear. Practise pronunciation ofthe words.

Learners read the e-mail again to find morewords.

Set a time limit for task 5. Learners to work inpairs and think of more words for each sound.Encourage dictionary use to check spelling ifappropriate.


Activity C Writing about your homeTask Focus on the prompts. Focus attention on the Remember box. If they are able, learners can extend the

sentences with more information. Learners could rewrite or word-process their

paragraphs for a classroom display.

Page 16ServicesMaterials Alphabet chart Individual letters on cards or plastic letters Copies of Yellow Pages and/or local directories Flashcards of key words

RationaleTo practise putting letters and words in alphabeticalorder

Activity A Alphabetical orderPre-task activity Use the alphabet chart to focus attention on the

order of the letters. Write random letters on the board and elicit

alphabetical order. Give learners groups of letters to practise

ordering. Work in small groups.

Task Show the class a copy of Yellow Pages. Elicit its

use and content. Put flashcards of the headings on the board.

Focus attention on the first letters. Learnerscome to the board and put words inalphabetical order.

Learners complete task 1 in their book.

Extension Learners could write the words in lower case

letters or match lower and upper caseflashcards.

Learners use Yellow Pages or a local directory tofind the appropriate sections, i.e. plumbers,electricians, etc. A time limit could be set.

Task Focus attention on the list of window cleaners

from Yellow Pages. Direct learners to the initialletters.

Learners complete the task in pairs. Monitor. Ask questions about telephone numbers.

Extension Give learners a letter or a word and ask them to

arrange themselves in alphabetical order. Thiscould also be done with their names.


Photocopiable resources

Page 3RoomsActivity A3

hall

kitchen

living room bedroom

bedroom bathroom

bedroom


Page 4FurnitureActivity A4

A

B

PossessionsActivity C2Ask Have you got a ? Then put a tick ( ) or a cross ( ).

Name

Possession 1 2 3



Page 10Phoning for helpActivity B

Good morning. Daves Plumbing Services.

Can you help me? My sink is leaking.

Whats your address?

60A Ryder Street. R-Y-D-E-R

Whats your name?

Mrs Arif.

OK. Ill be there at 1 oclock.

Thank you very much.

The sinks leaking. The cooker isnt working.

The toilets blocked.

Theres a smell of gas.

The lights arent working.

07 - esol teacher notes entry 1 unit 7

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